ED1EP1: English in the Primary Curriculum 1

Module code: ED1EP1

Module provider: Institute of Education

Credits: 20

Level: Level 1 (Certificate)

When you'll be taught: Semester 1 / 2

Module convenor: Mrs Stephanie Sharp, email: s.sharp@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: No

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

• To introduce students to the teaching of English in primary schools and develop an understanding of the value of research that underpins practice
• To develop students’ confidence in teaching and learning English
• To develop students’ subject knowledge towards being confident and competent teachers of English
• To develop understanding of the pedagogy of primary English teaching, including the role of oracy skills that underpin the teaching and learning of early reading and writing
• To develop a reflective approach to teaching and learning

Module learning outcomes

By the end of the module, it is expected that students will be able to: 

1. Recognise and describe effective oracy skills to support the learning of early reading and early writing 
2. Begin to appraise and evaluate their school-based experiences of English teaching and the impact on children’s learning 
3. Identify targets for professional and subject knowledge development to better understand the importance of developing an evidence-informed approach to becoming a confident and skilled classroom practitioner 
4. Appraise and evaluate planning for English learning 

Module content

This core module is an introduction to the primary English curriculum, using current and seminal research, alongside the new ºÚ¹Ï³ÔÁÏÍø Framework.  This core module will support an understanding of the importance of the research that underpins classroom practice and relate it to their own learning in early reading and writing.  

• Teachers as readers and writers 
• Teaching early reading using The Simple View of ºÚ¹Ï³ÔÁÏÍø; Systematic Synthetic Phonics; and planning to teach phonics 
• Developing the learning environment 
• ºÚ¹Ï³ÔÁÏÍø aloud 
• Talk for writing 
• Developing early reading, early writing and handwriting 
• Storytelling to gain confidence in responding to text, through stories, songs, poems and rhymes 

The module makes reference to relevant and key aspects of the Primary Phase Curriculum and ITT Core Content Framework (CCF) to inform design. 

Structure

Teaching and learning methods

This module will be delivered in interactive sessions, which include teaching, discussion and practical activities, and which will include digitally enabled learning, provided through Blackboard. Some sessions may require some pre-viewing and students should be prepared to work collaboratively for different tasks. 

Study hours

At least 25 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative assessment will be made through ongoing observation of the students’ engagement with sessions including peer to peer reviews of literature and discussion.

Reassessment

Additional costs